Classical Distinctives by Grade

We want parents who take advantage of the invitation to visit their child's class to be well prepared to soak up what they experience. Below, you will find blurbs for Kindergarten through 7th grade. Each blurb begins with a description of the Classical Distinctive emphasized in the parent visitation window. The paragraph will give a quick view into why we have these distinctives. Following the description you will see a few concrete expectations to look for while in the room. There can be so many elements in a class vying for our attention. We provide these expectations to help point out how the Classical Distinctives are being expressed.

Kindergarten – Virtue FormationOur goal at SCCS is to cultivate virtue by helping our children’s souls be nourished on truth, beauty, and goodness. As a school, we intentionally focus on four core virtues: honor, self-control, stewardship, and wisdom. We want to point out these elements to our students so that their souls may feast upon them. Throughout our academic pursuits, we believe the Holy Spirit is working through the gospel to regenerates souls. This working not only opens children’s eyes to what is true, but ultimately shapes their hearts to love what is lovely and to despise what is not.

Therefore, in Kindergarten, you can expect to see . . .

. . . students showing and recognizing honor, self-control, stewardship, and wisdom as they go about their beginning-of-day routine.

. . . students learning and reciting our school’s Core Virtue Catechism as well as reciting the Pledge of Allegiance, praying together, singing our weekly memory verse, and participating in calendar time. All of these elements comprise our Morning Meeting once class commences.

. . . the teacher cultivating virtue directly through instruction as well as indirectly through influence. This may include both affirmation and consequences in order to help each child flourish.

1st Grade – Spelling & PhonogramsAt SCCS we believe it’s essential to begin with the basics. Classical education is systematic in its approach to developing excellence. Before our students become fluent in complex equations, they are grounded in number value. Before writing rhetorically eloquent persuasive essays they master the rudimentary elements of a sentence. Likewise, before our students become super-literate readers they absorb the scores of signs and sounds - phonograms - which make up our English language. We are committed to building a sound foundation for life-long learning.

Therefore, in First grade, during Spelling & Phonogram time, you can expect to see...

… students reviewing phonograms practicing new spelling words.

… visual cues and phonogram cards hung up on the wall.

… games played to review these sounds.

… call and response between teacher and students as kids record and code new spelling words into their brown spelling logs. Students will use spelling rules and known phonograms as tools in this process.

2nd Grade - History“The White Rabbit put on his spectacles. ‘Where shall I begin, please your Majesty?’ he asked‘Begin at the beginning,’ the King said gravely, ‘and go on till you come to the end’”. - Lewis Carroll, Alice in WonderlandA story, factual or fictional, is best understood by children when known from beginning to end. At SCCS we approach History in the same way. Classical education requires students to be well acquainted with the record of human experience; a broad grasp of the past which has led to our present. We approach the study of history systematically, inviting children to learn the basics through multisensory methods.

Therefore, in Second grade, you can expect to see...

… the entire class singing along to a history song or cooperatively working through a sound-off.

… students copying down essential facts pertinent to their current period of study and drawing a corresponding event.

… echoes of historical experiences replicated in class, like the mummification of a Cornish game hen.

3rd Grade - CompositionSCCS believes that a student must play the long game if they are to become an excellent writer. As such, we have adopted the ancient method of the progymnasmata in getting our children started down this road. Developing as a writer must include deep interaction with superlative examples of writing. Our students will work through classic models for imitation, carefully observing and delighting in the peculiarities present. Becoming proficient imitators of a sound structure will serve as a sure springboard for creative beautiful expression.

Therefore, in Third grade, you can expect to see...

...the class closely reading a story in large groups, small groups, or silently.

… students inspecting the piece of literature at hand, asking and answering questions about its construction.

… drafting of individual imitation stories.

4th Grade – MemoryMemory is the “residue of thought”1. All true learning incorporates memory. Classical education has purposely involved memory since its beginning. Memorization as a method is treasured in our Grammar school; young students delight in the absorption of knowledge and the sure-footedness provided by the accumulation of facts. At SCCS we seek to develop the muscle for memory among our students so that they may develop a solid foundation for life-long learning while also entering into the important pedagogical step of contemplation.Therefore, in Fourth grade, you can expect to see...

5th Grade - Great IdeasClassical education is a model which highlights synthesis, themes, and enduring ideas. These Great Ideas span the entirety of human experience; they are able to be found in works of literature, visual art, and history from any epoch. We want our students to acquire the skill of identifying and wisely interacting with central ideas across narratives, events, and cultures. Doing so will deepen their vision of God, themselves, and this world we live in.Therefore, in 5th grade, you can expect to see...

...the class highlighting examples of one of the twelve Great Ideas in the text at hand.

...students writing down quotes from literature, Scripture, or History which eloquently capture a Great Idea in a notebook – this is called Commonplacing.

...discussion among the class to draw connections between readings across subjects.

6th Grade - Poetry“I dwell in Possibility – a fairer House than Prose”- Emily DickinsonCivilization and poetry coexist. To become truly educated our students must become well acquainted with poetry. The poet preserves something special in the world by allowing the reader to live with them, see from their sight, and experience what they have felt. We want our students to be able to read closely, expertly navigate the music and makeup of a poem, and deeply feel the persevering power of language.Therefore, in 6th grade, you can expect to see...

...students reading poetry aloud to practice meter and rhythm.

...poetic tropes identified, unpacked, and discussed.

...discussion around the context and historical significance.

...imitative and creative writing of poetry.

7th Grade - HumanitiesThe explicit purpose of Humanities is to help students explore what it means to be human through reading, evaluating, and tracing the development of ideas. This engagement is mediated through the study of History and Literature which serve as grand theaters for ideas. When done well the study of Humanities allows texts to speak for themselves. In turn philosophy, theology, politics, ethics, beautiful writing, and history come together in a seamless whole. Therefore, in 7th grade, you can expect to see...

...students engaged in asking and answering challenging questions derived from the texts at hand (Socratic Dialogue).